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21st Century Literacies
 

21st Century Literacies

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A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson

A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson

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    21st Century Literacies 21st Century Literacies Presentation Transcript

    •   Thinking Beyond Beats & Rhymes: Practicing Media Literacy in Communication Arts Professional Development Institute School District of Philadelphia Career and Technical Education (CTE) Office of Secondary Education November 6, 2007
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    • Setting High Expectations
      • 1. Communication
      • A qualified Philadelphia graduate will communicate effectively in English, both orally and in writing. Specifically, the student will have demonstrated the ability to:
      • write effectively and appropriately to a variety of audiences for a variety of purposes, including informing, reporting, persuading, and summarizing;
      • listen actively, in a variety of situations and for a variety of purposes;
      • read with understanding, read critically, and interpret a wide variety of written materials;
      • use with ease the tools of information technology.
    • Setting High Expectations
      • 2. Reasoning and Problem Solving
      • A qualified Philadelphia graduate can apply reasoning and problem solving skills to all aspects of work, study, and life. Specifically, the student will have demonstrated the ability to:
      • choose and apply logical and effective problem solving techniques;
      • approach problem solving with a critical eye, an open mind, and persistence;
      • think abstractly and creatively;
      • ask meaningful questions.
    • Overview of the Day
      • New Literacies and Secondary Education
      • Critical Questions of Media Literacy
      • Video: “Beyond Beats and Rhymes” by
      • Byron Hurt
      • Identity and Discourse Communities
      • Modeling Active Learning Strategies
      • Creating Media: Play, Learning & Performance
      • Empowerment Spiral: Awareness, Analysis, Reflection, Action
    • FACULTY Sherri Hope Culver, Director Renee Hobbs, Professor Eugene Martin, Lecturer GRADUATE STUDENTS Jiwon Yoon Mike Robb Grieco Kelly Mendoza Tanya Jackson STAFF Krystin McBrien
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    • A Conflicted Fan What is your love-hate relationship with mass media, popular culture and digital technology?
    • Widespread Interest in “New Literacies”
      • Information technology
      • Communication and media studies
      • Library and information science
      • K-12 education
      • Public health
      • Fine and performing arts
      • After school and informal learning
    • New Literacies…
      • Visual Literacy
      • Information Literacy
      • Media Literacy
      • Critical Literacy
      • ICT Literacy
    • Visual Literacy Questions
      • -- How can visual information help people learn?
      • -- How do the emotional and aesthetic dimensions of images affect learning?
      • -- How do viewers make sense of the different kinds of realism in the images we see in films and television?
      • -- How do we best help visual learners?
    • Visual Literacy The genres, codes, conventions and symbolic forms of visual messages shape perception and interpretation Texts are only representations but people process images as reality
    • Information Literacy Q’s
      • -- How do students learn to effectively locate, evaluate and use information?
      • -- How do students learn to identify the credibility of information?
      • -- What competencies are required to be skillful in accessing and using digital information resources?
    • Information Literacy There are a range of strategies for locating information using databases and search tools People need to learn to evaluate message quality, authenticity, credibility and usefulness
    • Media Literacy Questions
      • -- What do students learn from mass media and popular culture?
      • -- What knowledge & skills are needed to enable students to critically analyze media messages?
      • -- How does media composition by students enhance student learning?
    • Media Literacy The interpretation of media texts varies among audience members from various cultural groups and backgrounds Messages are constructed by authors for specific purposes and goals
    • Critical Literacy Questions
      • -- How are identity and power relations depicted in media texts and textual activity?
      • -- How do students recognize, resist and transform inequity and oppression and what learning processes can help them develop as responsible citizens?
    • Critical Literacy Meanings are multiple, shifting and contested Literacy skills can help people to take action towards the goals of social justice and equity
    • ICT Literacy Questions
      • -- What kinds of cognitive skills and technology skills are needed for life in an information society?
      • -- How are these skills and competencies best learned in school and workforce settings?
    • ICT Literacy Technology proficiency alone is not adequate for success in information age jobs Cognitive skills are involved in accessing, managing and analyzing information, and creating messages A combination of “tool competence” and cognitive skills are needed
    • Border Crossing and Shifting Disciplinary Boundaries
      • Visual Literacy
      • Information Literacy
      • Media Literacy
      • Critical Literacy
      • ICT Literacy
    • Ideas from all the “new literacies” are being integrated into K-12 instructional practices
    • Literacy in an Information Age ACCESS CREATE EVALUATE ANALYZE ...through the integration and application of critical thinking and technology skills The ability to…
    • Literacy in an Information Age D A B Technological Competence C Critical Thinking Skills HIGH LOW LOW HIGH
    • LEARNING SKILLS LEARNING TOOLS Information & Communication Skills Thinking & Problem-Solving Skills Interpersonal & Self-Directional Skills Word processing & graphic design tools, email, Internet, search engines, web authoring tools, distributed learning (Blackboard), IM, chat, digital cameras, video & audio editing software, computer simulations, presentation software, spreadsheets, databases, e-learning, etc.
    • The true potential of new literacies comes not just from being wired together but also from having the knowledge and skills to use technology and to understand its complex role in our families, our workplaces, our communities, our nation and the world.
    • Asking Critical Questions The Media Literacy Remote Control
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    • Media Education Lab Temple University School of Communications and Theater 1A Annenberg Hall Philadelphia PA Phone: (215) 204-4291 Email: [email_address] Web: http://mediaeducationlab.com